Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/1959.11/2162
Title: Multiliteracies and Multimodal Text Analysis in Classroom Work with Children's Literature
Contributor(s): Unsworth, Len (author)
Publication Date: 2007
Handle Link: https://hdl.handle.net/1959.11/2162
Abstract: Multimodality has long been the reality of school curriculum materials, but the latter part of the 20th century has seen a significant shift to the prominence of images (Goodman & Graddol, 1996; Kress, 1995, 1997, 2000). The proliferation of computer-based resources has drawn attention to the increasing role of multimodal and intermodal features of textual materials in digital forms (Baldry, 2000; Bolter, 1998; Jewitt, 2002; Lemke, 2002) and in hard copy forms (Henderson, 1999; Royce, 1998; Russell, 2000). Nevertheless, many teachers and students see multimodality as a naturalized aspect of conventional hard copy and computer-based texts, and their visual, verbal, acoustic, and digital 'constructedness' is rarely addressed in classroom work.
Publication Type: Book Chapter
Source of Publication: New Directions in the Analysis of Multimodal Discourse, p. 331-360
Publisher: Lawrence Erlbaum Associates
Place of Publication: Mahwah, N.J.
ISBN: 0805851062
Field of Research (FOR): 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: http://nla.gov.au/anbd.bib-an41171973
http://books.google.com.au/books?id=gbQzFmTu0bsC&lpg=PP1&pg=PA331
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Appears in Collections:Book Chapter
School of Education

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